Exploring secondary school learners' perceptions of the effectiveness of SOLEs pedagogy in physical sciences as a component of STEM

Abstract

The exploratory case study design investigated learners’ perceptions of the effectiveness of self-organized learning environments (SOLEs) pedagogy in physical sciences. Fifteen Grade 11 learners were selected using a purposive sampling method and underwent SOLEs pedagogy instruction for four weeks before they were interviewed through focus group interviews (FGIs). Data were analyzed thematically using the coding method, which was conducted on a sentence-by-sentence basis. The results indicated that learners have a positive perception towards SOLEs pedagogy, because they believe that SOLEs pedagogy enables them to link their classroom experiences with their real-life experiences; it provides them (learners) with an opportunity to simulate practical experiments in the physical sciences; it provides them with multiple channels for receiving information; it enables them to learn collaboratively and limits their reliance on the teacher. Consequently, this study’s findings justify the implementation of SOLEs pedagogy in science education at the secondary school level.